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KS4 BIOLOGY SCHEME OF WORK AQA GCSE SCIENCE – BIOLOGY UNIT 1 B1a B1.1.2 - HOW OUR BODIES DEFEND THEMSELVES AGAINST INFECTION FIRST 13 LESSONS SHOULD BE TAUGHT IN YEAR 9!? Lesson 1 Learning Objectives Microorganisms that cause infectious disease are called pathogens. Bacteria and viruses may reproduce rapidly inside the body and may produce poisons (toxins), which make us feel ill. Viruses damage cells in which they reproduce. The body has different ways of protecting itself against pathogens When growing microbes – the lid of the Petri dish should be secured with adhesive tape to prevent microorganisms from the air contaminating the culture. In schools and college laboratories, cultures should be incubated at a maximum temperature of 25oC to prevent the growth of pathogens – in industry, higher temps can produce a more rapid growth rate. Possible Learning Activities Assessment Opportunities Students to think of 3 main causes of death when given outline table from years 1900 to 2000. Link to discussion as to why causes of death have changed. Could also get students to shout out names of illnesses/ailments/diseases and list on different halves of board as transmissible and non-transmissible. Discussion with class about bacteria and viruses, some but not all cause disease and these are pathogens http://www.cellsalive.com/howbig.htm, use of website to compare relative sizes. Will need some brief notes on what bacteria/viruses (pathogens) are to cover lesson objectives. Sheet on how do microbes get into the body (Boardworks also good here) http://www.abpischools.org.uk/page/modules/infectiousdiseases_pathogens/pathogens8.cfm? coSiteNavigation_allTopic=1 this site has some good info on bacteria and viruses and a nice animation on how viruses infect cells and multiply. There is a couple of good board works presentations on microbes – that can be used here or throughout this unit of lessons. Also TEXTBOOKS – Nelson 30-33 - Longman 8-9 Set up agar plates to grow bacteria (and fungi) and look at in a few days – suggest dividing into 4 using thumb print, thumb print + tissue and 2 surfaces via cotton bud swabs. Worthwhile discussing here why we secure lid and grow at 25oC – link to work done in year 8. Page 1 Lesson 2 Learning Objectives The body has different ways of protecting itself against pathogens. White blood cells help to defend against pathogens: − by ingesting pathogens − by producing antibodies which destroy particular bacteria or viruses − by producing antitoxins, which counteract the toxins (poisons) released by pathogens. The immune system of the body produces specific antibodies to kill a particular pathogen. This leads to immunity from that pathogen. In some cases dead or inactivated pathogens stimulate antibody production. If a large proportion of the population is immune to a pathogen, the spread of the pathogen is very much reduced. Possible Learning Activities Assessment Opportunities May be able to look at and discuss agar plates this lesson, or may have to wait until next lesson or 2. Short clip on spread of epidemics, see resources folder – may be useful to stimulate discussion, link in to last lessons work on microbes causing disease. Discussion and pictures of white blood cells, what they are and how they fight disease. Explain how white blood cells target particular pathogens, bringing in terms such as antigens, antibodies, phagocyte, lymphocyte, toxin, and antitoxin. The body fights back worksheet 13.15 Good animation on 21st C science software in keeping healthy B2 section – called fighting infection round 2. Lots of different worksheets available here, depending on ability of class. Animation shown on bbc site of both phagocytes and lymphocytes http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/defendingagainstinfectionrev4 .shtml Board works programme defence against disease may be worth using here. Also TEXTBOOKS – Longman 10-11 - Nelson 32-33 Concept map to add explanations to the links shown between key words (worksheet available). Or In small groups, discuss a particular disease (such as influenza,) and act out the process of how the person became ill, what happened inside his/her body to fight the infection, how the person recovered. Or Class discussion about how we could manage without an immune system Page 2 Lesson 3 Learning Objectives Possible Learning Activities Semmelweiss recognised the importance of hand washing in the prevention of spreading some infectious diseases. By insisting that doctors washed their hands before examining patients, he greatly reduced the number of deaths from infectious diseases in his hospital. Couple of different sheets to recap understanding of the immune system also available. • To relate the contribution of Semmelweiss in controlling infection to solving modern problems with the spread of infection in hospitals. Review agar plates set up in lesson 1 if not done last lesson. This would be useful as this will fit into work on Semmelweiss. Assessment Opportunities Past questions available. Discussion of Ignaz Semmelweiss with class and his work. This lesson may work well as research on computers if a room is available? Mini powerpoint to help discussion and couple of sheets available to go with powerpoint (sheets have either Foundation or Higher ability questions on). There is also an extract (and questions) from Semmelweiss’ diary – sheets available. Longman pages 8-9 Nelson page 31 Couple of past questions available as plenary/homework? Page 3 Lesson 4 Learning Objectives Some medicines, including painkillers, help to relieve the symptoms of infectious disease, but do not kill the pathogens. Antibiotics, including penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body. Antibiotics cannot be used to kill viral pathogens, which live and reproduce inside cells. It is difficult to develop drugs which kill viruses without also damaging the body’ tissues. It is important that specific bacteria should be treated by specific antibiotics. The use of antibiotics has greatly reduced deaths from infectious bacterial diseases. to explain how the treatment of disease has changed as a result of increased understanding of the action of antibiotics and immunity. Possible Learning Activities Assessment Opportunities Pathogens word search to get students started and recap some terms/work done so far. Pretend to feel unwell (or get student to) i.e. hot water bottle/scarf. Show class/student, bottle of cough medicine, aspirins or paracetamol, throat sweets and some prescription antibiotics. Can use pictures from different medicines powerpoint (on system). Discuss what should be given to the ‘patient’ and why. Discussion and notes on painkillers and how they act. Discussion of antibiotics and how they act. Page 34-35 in Nelson and 12-13 in Longman. Set up agar plates with penicillin discs. Will need to order bacteria (M.luteus) seeded agar plates and penicillin (and possibly other) antibiotic discs. Can be looked at next lesson or so? Clear area around disc shows that the antibiotic kills the bacteria. There is also a powerpoint image of this that may be useful in this lesson or next. It is probably worth discussing in this lesson how the agar plates are produced – key points being that the Petri dishes and agar must be sterile at very start before bacteria spread onto (by technicians). Drugs against disease worksheet (B1a: 18). Recap how viruses work/cause illness and lead into discussion of why it is difficult to kill viruses – possible link from website from lesson 1. Next lesson will be looking at antibiotic resistance, can ask students if they have heard of ‘suberbugs’ or MRSA. Brief discussion in advance of lesson 5. Can get them to research for hwk. Page 4 Lesson 5 Learning Objectives Overuse and inappropriate use of antibiotics has increased the development of antibiotic resistant strains of bacteria. Many strains of bacteria, including MRSA have developed resistance to antibiotics as a result of natural selection. To prevent further resistance arising it is important to avoid over-use of antibiotics. Mutations of pathogens produce new strains. Antibiotics (and vaccinations) may no longer be effective against a new resistant strain of the pathogen. The new strain will then spread more rapidly because people are not immune to it and there is no effective treatment. The development of antibiotic-resistant strains of bacteria necessitates the development of new antibiotics. EXTRA UNDERSTANDING NEEDEDFOR HIGHER TIER - SEE SYLLABUS to evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and pandemics. Possible Learning Activities Assessment Opportunities Starter: Ask students for common diseases and put into 2 columns, caused by Bacteria or Viruses. Show students some info on superbugs and ask to write down whet they mean, can use newspaper articles or websites e.g. http://news.bbc.co.uk/1/hi/health/2572841.stm Look over plates produced last lesson – or maybe next lesson! Recap antibiotics and how they work using powerpoint ‘Mutation in bacteria’ to bring in antibiotic resistance. Text books reasonably good on this topic: Longman 38-39 and Nelson 14-15 Body Defences worksheet available B1a: 17 Arms Race worksheet B1a: 19 to talk about MRSA and its spread Possibly use epidemics clip from lesson 2 if not covered then. Can use this as discussion in relation to consequences of mutation leading to epidemics. Present list of following to students (power point available) and discuss with them whether or not each is a good idea, with reasons to back up their decision: 1. 2. 3. 4. 5. Chickens raised in barns are given antibiotics in their feed. If you have a cold you should go to the doctors for some antibiotics. In some countries, antibiotics can be bought over the counter Milking cows may have tubes of antibiotics placed in their udders. Some chopping boards have antibiotics/antibacterial substances built into them. Page 5 Lesson 6+7 Learning Objectives People can be immunised against a disease by introducing small quantities of dead or inactive forms of the pathogen into the body (vaccination). Vaccines stimulate the white blood cells to produce antibodies that destroy the pathogens. This makes the person immune to future infections by the microorganism, because the body can respond by rapidly making the correct antibody, in the same way as if the person had previously had the disease. An example is the MMR vaccine used to protect children against measles, mumps and rubella. Evaluate the advantages and disadvantages of being vaccinated against a particular disease. Possible Learning Activities Students to list the vaccinations they have had. Has any student had a special vaccination to visit a particular country? Try to write a sentence or two to explain how they work. Video 93 – or videoserver microbes and health – good video to watch and a nice summary as well as info about vaccines Assessment Opportunities MMR research into pros and cons of the vaccine. (Otherwise - Watch CD ROM cartoon about Edward Jenner and vaccinations.) Explain how vaccines work, possible use of notes/diagrams also Longman 21st 40-41 and Nelson 16-17. Plenty of different worksheets available, including role play /scenario sheets to help discuss advantages/disadvantages of vaccination. Worksheet B1a: 20 Vaccinations sheet 13.16 helping the body fight back worksheet. Possibly worthwhile looking into the MMR debate with class. Lots of good info including audio of parent and doctor views etc on bbc website, although looks a little longwinded!! http://www.bbc.co.uk/sn/tvradio/programmes/horizon/mmr_prog_summary.shtml Some of the lessons described in this SOW may take mare than their allotted hour – there should be scope for a lesson or two extra to tie up loose ends, or if earlier lessons take more time than expected. There are also a number of other useful videos, although the students may already have seen these in Year 8. STUDENTS WILL ALSO NEED TO SEND SOME TIME DISCUSSING SETTING UP OF AGAR PLATES AND HOW THIS SHOULD BE DONE – SEE LESSON 1 FOR FOR SYLLABUS POINTS (Nelson pages 36-37 and Longman 18-19) Page 6 KS4 BIOLOGY SCHEME OF WORK YEAR 9 – GCSE – B1.1.1 DIET AND EXERCISE Lesson 8 Learning Objectives Possible Learning Activities B1.1.1 Diet and exercise (a) A healthy diet contains the right balance of the different foods you need and the right amount of energy. Carbohydrates, fats and proteins are used by the body to release energy and to build cells. Mineral ions and vitamins are needed in smaller amounts for healthy functioning of the body. A person is malnourished if their diet is not balanced. This may lead to a person being overweight or underweight. An unbalanced diet may also lead to deficiency diseases or conditions such as Type 2 diabetes. Diet and Exercise – Recap of work on balanced diet from Year 8 Show powerpoint, first slide image of people taken with a thermal imaging camera. Ask them why the person is hotter than their surroundings. Draw out the idea that we use food to provide heat energy in our cells. Second slide two ‘plates’ of food. Ask students which would give the most energy and why. Link to balanced diet and recap 7 constituents and what each is needed for. Images of malnourished people both starving and obese. Assessment Opportunities Worksheets can be used Can discuss deficiency diseases (generalised) and Type 2 diabetes if time. Balanced diet question sheet from B1 printed resources 1.1b 2 further possible sheets on network one on obesity and one on not enough food either or both can be used in class or for homework – or next lesson. Also textbooks ok, Longman pages 4-5 and Nelson pages 24-25 Page 7 Lesson 9 Learning Objectives B1.1.1 Diet and exercise (cont) (b) A person loses mass when the energy content of the food taken in is less than the amount of energy expended by the body. Exercise increases the amount of energy expended by the body. (c) The rate at which all the chemical reactions in the body are carried out (the metabolic rate) varies with the amount of activity you do and the proportion of muscle to fat in your body. It may be affected by inherited factors. Possible Learning Activities Assessment Opportunities Continue discussion/work from last lesson about energy content of food and what happens if we consume too much/too little. Introduce the idea of metabolic rate. Draw a spider diagram of factors that can affect the metabolic rate e.g. life style (exercise), genes, age. Sheet B1a 7, Diet and energy (graph and questions) Discuss why you get hungrier and eat more if you do a lot of hard manual work or exercise compared to if you sit around all day. Healthy eating sheet 1.1c from B1 printed resources Also textbooks ok, Longman pages 4-5 and Nelson pages 24-25 (e) People who exercise regularly are usually healthier than people who take little exercise. Page 8 Lesson 10 Learning Objectives Possible Learning Activities Diet and exercise (cont) Show students powerpoint of children who are malnourished (saved on file). Ask them to suggest why the children don’t get enough food. Bring in the idea of people in affluent countries being malnourished because of social pressure to be thin and to diet (slide 2). Show them packaging from slimming products such as slim fast and discuss the contents (slide 3). Do they think that these products provide a balanced diet? (d) Inherited factors also affect our health; for example cholesterol level. Not Enough Food • to evaluate information about the effect of food on health. • to evaluate information about the effect of lifestyle on development of disease. • to evaluate claims made by slimming programmes and slimming products. Assessment Opportunities Some past questions on slimming programme evaluation etc mix of F and H Discuss slimming products/plans with class and their views. Slimming plans 1.2a from B1 printed resources. Information from Longman pages 6-7 and Nelson 26-27 Cholesterol: Why is fast food supposed to be bad for you? Class vote: is cholesterol good or bad? Discuss cholesterol good/bad with class and possibly LDL/HDL although this level of detail not needed in B1. Link with heart disease and inheritance. Cholesterol and health Nelson 28-29 1.2c sheet from B1 printed resources or 1.2d both cholesterol sheets Other ideas? Divide the class into groups; ask them to produce magazine type articles of one page each describing what obesity is and what health problems it is linked with. Include suggestions that could be made to a person’s lifestyle to reduce the amount of excess weight they carry and improve mobility. (Ask the pupils to put together a short presentation on the dangers of obesity using Powerpoint.) Ask them to write some bullet point suggestions for a person who is obese to reduce their weight and alleviate the symptoms they experience due to their obesity. Page 9 YEAR 9 – GCSE – B1.2.1 THE NERVOUS SYSTEM Lesson 11 Learning Objectives Possible Learning Activities B1.2.1 The nervous system (a) The nervous system enables humans to react to their surroundings and coordinate their behaviour. Starter: Juggle (or get a pupil to or carry out an activity) then discuss how movements are coordinated. Note key points e.g. brain and nerves. Get pupils to touch a particular word in their book and think about sense organs and muscles working together. Discuss nervous system with class and purpose of it. Bring in the idea of CNS and nerves. Detection of stimuli by receptors. Illicit from them 5 sense organs then link to the stimuli we can detect/respond to (8 stated in syllabus). (Possible use of boxes with objects inside to touch- if someone wants to make some Hair pin touch receptor experiment, detection of 2 or 1 point – use skin as a sense organ sheet and questions ALSO HAIRPINS NEEDED. (b) Receptors detect stimuli, which include light, sound, changes in position, chemicals, touch, pressure, pain and temperature. (c) Light receptor cells, like most animal cells have a nucleus, cytoplasm and cell membrane. (d) Information from receptors passes along cells (neurones) in nerves to the brain. The brain coordinates the response. Assessment Opportunities Homework: Nelson page 46-47, Longman page 20-21. Nerve cells, types of and transmission of electrical impulse through them. Plenary: B1a.2 receptors worksheet, matching receptors to sentences, (may take 10 mins plus discussion time). Comparison of animal cell with nerve cell, either get students to draw or produce table? Page 10 Lesson 12 Learning Objectives Possible Learning Activities The nervous system (cont) (d) Reflex actions are automatic and rapid. They often involve sensory, relay and motor neurones. Get class in and getting ready to work then surprise them e.g. pop balloon Make a list of your senses Suggest how you could find the temperature of water without using a thermometer Discuss, diagrams and notes on 3 types of neurons – see powerpoint. Also note and discuss pathway of a nerve impulse (stimulus – receptor – coordinator – effector – response) and give examples of to work out. E.g. Antelope spots cheetah etc. Reflex actions, knee jerk response/light shining in eye. Explain reasons for and diagram(s) of, pathway needed. Some images in collins whiteboard resources, or powerpoint (neurones) http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemrev3.shtml (shows nice animation of reflex action). Also page 21 on Longman and 49 in Nelson. Simple reflex arc diagram and nervous system diagram worksheet to complete. Pop balloon again to compare responses. Think up own stimulus for partner and then rest of class to deduce pathway. (e) The role of receptors, sensory neurones, motor neurones, relay neurones, synapses and effectors in simple reflex actions. Lesson Learning Objectives Possible Learning Activities 13 Carry out reaction time experiment. Reaction time animation from www.echalk.co.uk . Be able to use knowledge to carry out and draw conclusions of reaction time experiment. Measuring reaction time experiment, dropping ruler. Use of sheet B1a.3 Synapses structure and role, should be able to link this with reaction time. http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemrev2.shtml (nice synapse animation) Write 5 questions that could form part of a test on the work from these three lessons. Role of synapses in nerve impulse transmission. Assessment Opportunities Homework: Reflex action past question/questions. Assessment Opportunities F past question and H past question on reflex actions THE ABOVE LESSONS SHOULD HAVE BEEN TAUGHT IN YEAR 9. IT MAY BE WORTH STARTING YEAR 10 WITH A QUICK RECAP OF SOME OF THE YEAR 9 BIOLOGY Page 11 Lesson 14 Learning Objectives Possible Learning Activities B1.2.2 Control in the human body Discussion of body’s internal environment and how kept constant. Table of information (controlling internal conditions sheet) to fill in from discussion or Nelson book page 54-55 (or Longman22-23). Internal conditions which are controlled, include: - - - - Lesson 15 the water content of the body – water leaves the body via the lungs when we breath out and via the skin when we sweat, and excess water is lost via the kidneys in the urine the ion content of the body – ions are lost via the skin when we sweat and excess ions are lost via the kidneys in the urine temperature – to maintain the temperature at which enzymes work best blood sugar levels – to provide the cells with a constant supply of energy Cooling down experiment, including graph to complete, sheet available – probably best to use beakers/copper calorimeters, kettles, lots of cotton wool, sellotape, stop clocks. Can also use ethanol drops on skin surface to show cooling effect of sweating. Details not necessary for B1, main reason from practical to help with ISA. Questions from Longman or Nelson books Learning Objectives Possible Learning Activities (b) Many processes within the body are coordinated by chemical substances called hormones. Hormones are secreted by glands and are transported to their organs by the bloodstream. Discussion of Hormones. Outline of body picture = Hormones sheet - showing glands to label with name and function. Will need to use page 50 of Nelson book. Notes etc on role of hormones. Can compare to nervous system. There is a powerpoint on hormones to help but this level of detail not needed. Although probably worth comparing hormone (endocrine) and nervous systems. (c) Hormones regulate the functions of many organs and cells. For example, the monthly Assessment Opportunities Homework: Assessment Opportunities Which system sheet - good short questions to compare nervous and hormonal systems, but may be worth saving until end of lesson? Page 12 release of an egg from a woman’s ovaries and the changes in the thickness of the lining of her womb are controlled by hormones secreted by the pituitary gland and by the ovaries. (d) Several hormones are involved in the menstrual cycle of a woman. Those hormones involved in promoting the release of an egg include: - - - Lesson 16 Discussion of menstrual cycle and hormone regulation of, use of echalk and books, Nelson pages 50 to 51 or Longman 24-25. Sheet on Menstrual Cycle useful – will need to add extra info onto diagram, such as days, arrows, and effect on uterus lining. Produce a table of hormone involved in menstrual cycle, where produced and function. Crossword clues to produce using sheet on Menstrual Cycle. Plenty of questions in text books. FSH, which is secreted by the pituitary gland and causes eggs to mature in the ovaries, and also stimulates the ovaries to produce hormones including oestrogen LH which stimulates the release of eggs from the ovaries Oestrogen, which is secreted by the ovaries and inhibits the further production of FSH. Learning Objectives Possible Learning Activities The use of hormones in controlling fertility include: 1) giving oral contraceptives which contain hormones to inhibit FSH production so that no eggs mature: Discuss concept cartoon from powerpoint how students think ‘test tube’ babies (IVF) are made. - - oral contraceptives may contain oestrogen and progesterone to inhibit egg maturation the first birth-control pills contained large amounts of Describe IVF to students can use a video such as the following one from youtube http://www.youtube.com/watch?v=GeigYib39Rs And pages 52-53 in Nelson and 26-27 in Longman textbooks, answer some questions Attempt Sheet B1a: 6 on reproductive hormones in groups and discuss opinions. Assessment Opportunities Past questions available both H and F on area. Discussion of oral contraceptives, and their use - questions from textbook There a number of sheets in the photocopied resources B1 folder around page 30 that may be useful Page 13 - - oestrogen. These resulted in women suffering significant side effects. Birth-control pills now contain a much lower dose of oestrogen or are progesterone only Progesterone-only pills lead to fewer side effects Students to come up with 2 to 3 benefits and problems of both IVF and oral contraceptives. 2) giving FSH and LH as a ‘fertility drug’ to a woman whose own level of FSH is too low to stimulate eggs to mature, for example in IVF treatment - IVF involves giving a mother FSH and LH to stimulate the maturation of several eggs. The eggs are collected from the mother and fertilised by sperm from the father, The fertilised eggs develop into embryos. At the stage when they are tiny balls of cells, 1 or 2 embryos are inserted into the mother’s uterus. Page 14 Lesson 17 Learning Objectives Possible Learning Activities B1.2.3 Control in Plants a) Plants are sensitive to light, moisture and gravity: Lessons 10 (and 11) continue with work covered in Year 9 but in more depth. - Their roots grow towards light and against the force of gravity Their roots grow towards moisture and in the direction of the force of gravity. - b) plants produce hormones to coordinate and control growth. Auxin controls phototropism and gravitropism (geotropism). c) the responses of plant roots and shoots to light, gravity and moisture are a result of unequal distribution of hormones, causing unequal growth rates. 18 Assessment Opportunities You can set up the light box with cress seeds in to observe phototropism and/or set up petri dishes with cress seeds to look at gravitropism in roots (both take 3 or 4 days for cress to grow). These experiments were however most probably completed in year 9. Could possibly set up light box a few days before lesson and use as a starter to generate discussion/recap year 9 work. Notes and diagrams on effect of plant hormones on growth of seedlings needed here. http://www.youtube.com/watch?v=zctM_TWg5Ik possible use of youtube video on phototropism – but gets a little complicated towards end (only 2-3 mins long). http://www.youtube.com/watch?v=4-2DZo2ppAY&feature=related this video expands on above and talks about auxins more. USES of plant hormones to discuss Page 41 in B1 photocopied resources file “Evaluating a weed killer” has some good questions. Also books Nelson pages 56-57 (and 59) and Longman 28-29 (and 30-31). d) Plant growth hormones are used in agriculture and horticulture as weed killers and as rooting hormones. May be worth using questions in next lesson also some nice end of chapter questions, particularly in Nelson book. Control in Plants (cont) You may or may not need this lesson? Page 15 Lesson 19 Learning Objectives Possible Learning Activities B1.3 The Use and Abuse of Drugs • Scientists are continually developing new drugs. • When new medical drugs are devised, they have to be extensively tested and trialled before being used. Drugs are tested in a series of stages to find out if they are safe and effective. New drugs are extensively tested for toxicity, efficacy and dose: - In the laboratory, using cells, live tissues and live animals - In clinical trials involving healthy volunteers and patients. Very low doses of the drug are given at the start of the clinical trial. If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug. In some double blind trials, some patients are given a placebo, which does not contain the drug. Neither the doctors nor the patients know who has received a placebo and who has received the drug until the trial is complete. http://news.bbc.co.uk/1/hi/england/london/4807042.stm This website/page has info on a drugs trial from 2006 that went wrong Assessment Opportunities http://news.bbc.co.uk/player/nol/newsid_4800000/newsid_4807600/4807612.stm?bw=bb&m p=wm&news=1&bbcws=1 This is a bbc news video clip from the above website and can be accessed from the website link. Both are good as a starter to promote discussion. Why drugs are tested/ trialled and the basic process from lab testing to discover if toxic to human testing to see if it has side effects. Books Nelson pages 62-63, Longman 34-35. Notes/diagrams needed on this Depending on group size can mimic blind/double blind tests with coca cola/pepsi or chocolate (eg Cadburys/supermarket own brand) as ‘fun’ practical. Discussion of Thalidomide (can use powerpoint here) and what went wrong with the trialling of this drug. Students will need to make some useful notes/know key points about this example. B1a:12 worksheet for groups to sort statements into piles then quick discussion of. Page 16 Lesson 20 d) Thalidomide is a drug that was developed as a sleeping pill. It was also found to be effective in relieving morning sickness in pregnant women. However, it had not been tested for use in pregnant women. Unfortunately, many babies born to mothers who took the drug were born with severe limb abnormalities. The drug was then banned, but more recently is being used successfully to treat leprosy and other diseases. Question sheet on ‘Leptospirosis’ from new B1 photocopied resources page 44. Learning Objectives Possible Learning Activities c) Candidates should be aware of the use of statins in lowering the risk of heart and circulatory diseases. Starter: Introduce Statins and ask what concerns there may be with them – i.e. everyone could take them if they help reduce cholesterol – possible side effect problems/addiction etc. B1.3 • evaluate the effect of statins on cardio-vascular disease • evaluate the different types of drugs and why some people use illegal drugs for recreation • evaluate claims made about the effects of prescribed and nonprescribed drugs on health • Consider the possible progression from recreational drugs to hard drugs Students to list 3 useful drugs, 3 illegal drugs and 3 recreational (legal) drugs. – hopefully see that even legal drugs are harmful. Assessment Opportunities Sheet b1a:11, concept map on drugs – good to check understanding. General discussion of what drugs are and students knowledge. Leaflet from FRANK, see adobe document on system. Students to understand about addiction and withdrawal symptoms. Pages 64-67 Nelson Pages 36-37 Longman Plenary: Use of sheet b1a:11 concept map on drugs Page 17 Lesson 21 Learning Objectives • to evaluate claims made about the effect of cannabis on health and the link between cannabis and addiction to hard drugs. e) Candidates should be aware of the effects of misuse of the legal recreational drugs, alcohol and nicotine. Candidates should understand that the misuse of the illegal recreational drugs ecstasy, cannabis and heroin may have adverse effects on the heart and circulatory system. Possible Learning Activities Funny FRANK clips – show all 3 and discuss. Assessment Opportunities Drugs questions F and H available Classification of drugs into A, B and C – powerpoint. Frank leaflet/adobe file may help with this. Can discuss reasons for classifying in different groups and why. Use of book Longman 38-39, Nelson 68-71. Worksheet b1a:13 useful as it looks at graphs that students have to analyse. f) Cannabis is an illegal drug. Cannabis smoke contains chemicals which may cause mental illness in some people g) The overall impact of legal drugs on health is much greater than the impact of illegal drugs, because far more people use them. Think up arguments for and against NHS spending money on individuals with drug problems/addictions. ‘Should cannabis be legalised?’ sheet from B1 photocopied file page 48 ALSO ‘Establishing links’ page 49 h) Drugs change the chemical processes in people’s bodies so that they may become dependent or addicted to them and suffer withdrawal symptoms without them. Heroin and cocaine are very addictive. Page 18 Lesson 22 Learning Objectives i) There are several types of drug that an athlete can use to enhance performance. Some of these drugs are banned by law and some are legally available on prescription, but all are prohibited by sporting regulations. Examples include stimulants that boost bodily functions such as heart rate; and anabolic steroids which stimulate muscle growth. Possible Learning Activities Assessment Opportunities Longman pages 40-41 Nelson pages 72-73 Worksheets in photocopied B1 file page 50-52 on steroids and performance enhancing drugs. Evaluate the use of drugs to enhance performance in sport and to consider the ethical implications of their use. Page 19